Achieving Academic Excellence: A Self-Regulatory Perspective

By M. Ferrari. 2001

164 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/f405d66c865147cf28db3beb7451950a29eba6eb

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ihsan A. Elkhider
2. Mohammed K. Khalil
3. J. V. van Merriënboer
4. Liesbeth Kester
5. K. Anders Ericsson
6. E. A. Plant
7. Len Hill
8. Gemma Corbalan

In Education

1. K. Anders Ericsson
2. Ihsan A. Elkhider
3. Mohammed K. Khalil
4. Liesbeth Kester
5. J. V. van Merriënboer
6. E. A. Plant
7. Len Hill
8. Kia K. Åsberg

In Information Systems and Management

1. Ihsan A. Elkhider
2. J. V. van Merriënboer
3. K. Anders Ericsson
4. E. A. Plant
5. Liesbeth Kester
6. Len Hill
7. Kia K. Åsberg
8. Mohammed K. Khalil

Citations in the corpus

• Recent advances in expertise research: a commentary on the contributions to the special issue (2005, background): “Instead there is much to learn from how these elite individuals begin training and increase the quality of deliberate practice by acquiring complex mechanisms for controlling, executing and monitoring their performance (Ericsson 2002, 2003a; Zimmerman, 2002).”
• Why study time does not predict grade point average across college students: Implications of deliberate practice for academic performance (2005, background): “Our current findings are also highly consistent with self-regulated learning approaches to academic performance (Pintrich, 2000; Puustininen & Pulkkinen, 2001; Schunk & Zimmerman, 1994; Zimmerman, 1998, 2000, 2002).”
• Selecting learning tasks: Effects of adaptation and shared control on learning efficiency and task involvement☆ (2008, background): “Accordingly, learner control is expected to make learning more interesting (Fry, 1972; Kinzie & Sullivan, 1989; Lahey, Hurlocj, & McCann, 1973), with potential benefits for learning outcomes (Wolters, 2003; Zimmerman, 2002).”
• Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students (2007, unknown): “…Miller, Behrens, & Greene, 1993; Pintrich, 1989, 1999; Pintrich & De Groot, 1990; Pintrich & Garcia, 1991; Pintrich & Schrauben, 1992; Pokay & Blumenfeld, 1990; Schunk & Ertmer, 2000; Silver, Smith, & Greene, 2001; Wolters & Pintrich, 1998; Zimmerman, 2000, 2002; Zimmerman & Martinez-Pons, 1992).”
• Applying learning theories and instructional design models for effective instruction. (2016, background): “Many researchers have linked the performance in formative assessment to summative assessment outcomes (18, 29) and the importance of selfregulation in developing skills for lifelong learning (7, 51, 52).”